MCAS QUESTIONS 1. Cesar and his brother Michael left home for a walk at the same time. The graph below shows the distance each boy walked over time.MCAS12 Q38
Form Image Element
9. Based on the graph, which statement is true?MCAS12 MATH Q5*
A. Cesar walked at a greater speed than Michael did.
B. Michael walked a greater distance than Cesar did.
C. The boys walked for the same amount of time.
D. The boys walked at the same speed.
2. A [[#|student]] is investigating potential and kinetic energy by stretching a spring across a table. When the [[#|student]] lets go, the spring recoils.MCAS10 Q16
Form Image Element
7. At which time is potential energy in the spring being converted into kinetic energy in this system? MCAS10 Q16*
A. when the spring is stretching
B. when the spring is fully stretched
C. when the spring is recoiling
D. when the spring is fully recoiled
3. The diagram below shows information about the motion of a toy car between two points on a track.MCAS11 Q4
Form Image Element
5.Which of the following can be determined using the information shown in the diagram?MCAS11 Q4*
A. the car’s position after the first two seconds
B. the car’s mass as it moves away from the [[#|start]]
C. the car’s average speed between the two points
D. the car’s total acceleration within the first meter
In grades PreK–2, [[#|students]]’ curiosity is engaged when they observe physical processes and sort objects by different criteria. During these activities, [[#|students]][[#|learn]] basic concepts about how things are alike or different. As they push, pull, and transform objects by acting upon them, the [[#|students]] see the results of their actions and begin to understand how part of their world works. They [[#|continue]] to build understanding by telling stories about what they did and what they found out.
Learning standards for PreK–2 fall under the following three subtopics: * Observable Properties of Objects * States of Matter; and Position * Motion of Objects.
Position and Motion of Objects Learning Standard # 4
Demonstrate that the way to change the motion of an object is to [[#|apply]] a force (give it a push or a pull). The greater the force, the greater the change in the motion of the object. Activity:
Push and pull objects on a hard, smooth surface. Make predictions as to what directions they will move and how far they will go. Repeat using various surfaces (e.g., rough, soft).
Forms of Energy Learning standard # 5
Give examples of how energy can be transferred from one form to another.
Activity:
Rub two pieces of wood together (mechanical energy) and observe the change in temperature of the wood.
Design and build a simple roller coaster for a marble or toy car to demonstrate how energy changes from one form to another. (T/E 2.2, 2.3)
The students will build their own roller coasters using foam tubes and marbles. They will also name the forces that are involved in the movement of the marble.
These are two different coasters simulators. One is a bit easier than the other. It will allow students to experiment with two different simulators and apply what they have learned.
Stage 1 Activity: Objective: [[#|Students]] will build a roller coast using foam tubes and marbles in order to demonstrated potential and kinetic energy. Activity type:
Procedural Activity Instructions:
The [[#|students]] will have tools such as foam tubes, tape, rulers, paper tubes, and marbles to construct a roller coaster. The students will divided into groups to build their roller coasters. There will be several tasks for them to accomplish such as how far and how fast the marble will go if they change the height of the roller coaster. They will also have to decide the safest and fastest roller coaster in the classroom and explain why. Online component:
After building the rollercoasters, the students will use their understanding of potential and kinetic energy and build rollercoasters online on the simulator. http://www.brainpop.com/games/coastercreator/ http://pbskids.org/fetch/games/coaster/index.html
Classroom materials:
Foam tubes, marbles, paper tubes, tape, rulers, .....and computers. Assessment:
A presentation of their rollercoaster using the forms of energy (potential and kinetic) vocabulary.
COMMENTS:
Hi Lani,
I think your activity is really cool and your students will enjoy it thoroughly. I am not familiar with the concepts that they would have to find, but I'm sure they will be able to understand the basics of kinetic energy behind roller coasters and that there is more to amusement rides than just fun. I think that video taping your students using their roller coasters may save time come presentation time. It may also take some of the pressure off of them and usually makes those "mishaps" during a presentation less likely to happen. Anyways, good ideas, keep'em comin!
JP
Workshop 5 - Developing and Using Web 2.0 Assessment Information
Activity 1
Use the PREZI below to review some of the concepts explored in class about forces, motion and energy.
Activity 2
Have the [[#|students]] explore the following quizlets in the [[#|computer]] lab before using it as an assessment. The assessment can be set up as a game show. Divide the class into groups to come up with the answer as the teacher display the flashcards.
I would probably use this activity as a follow up activity or as a review of the unit on forces and motion.
I would have several cubes with interrelated words for the students to evaluated and support their thinking using the evidence and prior knowledge to come up with the last word(s). Objective: Students will investigate the relationship of the words in the Black Box Cube and infer the last possible word that is hidden using clues or the other five word as evidence. Materials: Paper, scissors, glue and the template bellow.
At first, this activity should be done as a group and modeled by the teacher. The teacher should guide the students through the process of gathering the evidence and making inferences about the hidden word(s) that supports the evidence. As the year progresses, students should be able to do this activity in small groups and share their inferences to the class. In order to expand this activity, students must record the words, the evidence of their inferences, and the statements that support their ideas.
ws6_act_cube_temp_thumb.jpg
ws6_act_cube_temp_thumb.jpg
File Not Found
(1.5MB)
Students' samples:
As an assessment, the teacher could ask the students to create their own Black Box template with similar concepts The teacher could also use the black box investigation as a form of assessment at the end of the unit as a whole class game/discussion to see if they learned the concepts.
Words for the black box investigation will reflect concepts such as: potential energy, kinetic energy, forms of energy, friction and forces. Words and pictures for the Black Box
Concept Box #1 (potential energy)
rock at the top of a mountain
snow ball on your hand
kid sitting at the top of the slide
toy car at the top of the hill
batter waiting to hit the baseball
ball on grass before you kick it.
Concept Box # 2 (kinetic energy)
rock rolling down the mountain
snowball flying in the air
Kid going down the slide
toy car going down the hill
batter swinging the bat to hit the ball
ball flying towards the goal
.
Stage 2 Activity: Potential and Kinetic Energy
Objective: The students will explore the concepts of potential and kinetic energy and how it is transformed from a form to another in the playground.
We will preview the concept of forces, motion, friction and forms of energy before exploring these two forms of energy and how they are transformed one form to another.
Standard: Forms of energy Standard #5 : Gives examples on how energy can be transferred from a form to another.
Misconceptions: "We can create energy." Energy can not created, but transform from a form to another.
Task: Explore ways that demonstrate potential and kinetic energy.
Procedure: Students will first watch a video on potential and kinetic energy and then apply the concept by playing in the playground with certain objects such as rolling a ball down the slide, using jumping ropes pull other objects, even using their own bodies to identify potential and kinetic energy.
Grouping:
Groups of 4 Web 2.0 online component:
Classroom materials:
balls, rubber bands, ropes, playground slide and other structures.
Paper, pencil and crayons.
Assessment:
After exploring potential and kinetic energy, the students will draw pictures that will demonstrate their understanding of potential and kinetic energy.
At first grade I am not expecting concept definitions, but a basic understanding and or an example of the concept.
We can also make our own class video to demonstrate potential and kinetic energy.
Workshop 7 - Lesson Plan Template
Webquest
Adelaine Cahill
THE FORCE IS WITH YOU Introduction to Forces and Motion
First Grade
State Standards: Position and Motion of Objects Learning Standard # 4
Demonstrate that the way to change the motion of an object is to apply a force (give it a push or a pull). The greater the force, the greater the change in the motion of the object. Forms of Energy Learning standard # 5
Give examples of how energy can be transferred from one form to another.
Lesson Question:
What is force?
How and why do objects move from place to place?
Objectives: We will explore the concepts of potential and kinetic energy and how they are transformed from a form to another in the playground.
We will preview the different types of forces and try to identify them as we play in the playground using different objects.
We will record our findings and present a drawing that demonstrates the different types of forces and how they transform potential energy into kinetic energy.
Introduction:
We all love recess! My favorite thing on the playground is the slide. I like to go on the tallest slide best. Why do you think I like to go on the tallest slide? Do you think some slides go faster than others?
I also love playing kickball. I try to kick as hard as possible when it is my turn. Do you know why?
What about riding bikes? Do you like to ride your bike on the grass or on the sidewalk? Why?
Today we will be learning about forces and motions. Not the kind of force like in Star Wars, but the forces the move and stop our world. There is always a type of force and energy acting on everything around us. Let's explore and learn more about "the forces" and energy that makes our world move.
Task 1: Forces around us Let's explore these forces around us! Watch how Donald uses the forces to accomplish his ideas. We use the forces everyday, so let's learn about them.
Task 2: Types of Force There are many different types of forces. Check them out here. Talk to your friends about what you know about the forces shown in the pictures. What do you see happening in each picture.
Task 3: Potential and Kinetic Energy Forces act on different kinds of energy. They can transform potential energy into kinetic energy. Watch this video to see the ways we can do that.
Process: Today we are going to have a special recess. We are going to explore the forces and the forms of energy that we are studying. Your job is to try to identify the types of forces that you are using and when they transform potential energy into kinetic energy. We will bring all kinds of materials outside. We will experiment with balls, ropes, rubber bands, paper, cars and our bodies. You will be working in groups so you can talk about your experiments. Then, you will decide the type of forces acting on the object and what type of energy you have observed. Be creative and don't forget to record your findings. Materials:
*Balls, rubber bands, paper, ropes, toy cars, and pencils and paper for recording your findings.
*A chart of the different types of forces to use as reference while exploring.
Assessments:
Show me what you have learned about forces and energy today. Draw a picture that shows the different kinds of forces and energy.
Label your drawing and write a sentence that explains what is happening. Don't forget to use the word bank to help you out. Assessment Rubric
What I am looking for:
1
2
3
Creativity
Few illustrations
Many illustrations and labels
Many illustrations with details, labels and neat.
Knowledge
Few vocabulary
Vocabulary is organized into categories
Vocabulary is organized into categories, titles, and descriptions.
Presentation
Needs more effort
Shows effort and knowledge
Shows effort, knowledge and interacts with the audience.
Workshop Wiki Page - Adelaine Cahill
Workshop 2 - MCAS Assessments & Curriculum Mapping
MCAS QUESTIONS
1. Cesar and his brother Michael left home for a walk at the same time.
The graph below shows the distance each boy walked over time.MCAS12 Q38
9. Based on the graph, which statement is true?MCAS12 MATH Q5*
A. Cesar walked at a greater speed than Michael did.
B. Michael walked a greater distance than Cesar did.
C. The boys walked for the same amount of time.
D. The boys walked at the same speed.
2. A [[#|student]] is investigating potential and kinetic energy by stretching a spring across a table.
When the [[#|student]] lets go, the spring recoils.MCAS10 Q16
7. At which time is potential energy in the spring being converted into kinetic energy in this system? MCAS10 Q16*
A. when the spring is stretching
B. when the spring is fully stretched
C. when the spring is recoiling
D. when the spring is fully recoiled
3. The diagram below shows information about the motion of a toy car between two points on a track.MCAS11 Q4
5.Which of the following can be determined using the information shown in the diagram?MCAS11 Q4*
A. the car’s position after the first two seconds
B. the car’s mass as it moves away from the [[#|start]]
C. the car’s average speed between the two points
D. the car’s total acceleration within the first meter
Massachusetts curriculum science standard
In grades PreK–2, [[#|students]]’ curiosity is engaged when they observe physical processes and sort objects by different criteria. During these activities, [[#|students]] [[#|learn]] basic concepts about how things are alike or different. As they push, pull, and transform objects by acting upon them, the [[#|students]] see the results of their actions and begin to understand how part of their world works. They [[#|continue]] to build understanding by telling stories about what they did and what they found out.
Learning standards for PreK–2 fall under the following three subtopics:
* Observable Properties of Objects
* States of Matter; and Position
* Motion of Objects.
Position and Motion of Objects
Learning Standard # 4
Demonstrate that the way to change the motion of an object is to [[#|apply]] a force (give it a push or a pull). The greater the force, the greater the change in the motion of the object.
Activity:
Push and pull objects on a hard, smooth surface. Make predictions as to what directions they will move and how far they will go. Repeat using various surfaces (e.g., rough, soft).
Forms of Energy
Learning standard # 5
Give examples of how energy can be transferred from one form to another.
Activity:
Rub two pieces of wood together (mechanical energy) and observe the change in temperature of the wood.
Design and build a simple roller coaster for a marble or toy car to demonstrate how energy changes from one form to another. (T/E 2.2, 2.3)
Our Curriculum in based on the requirements of the DESE.
http://www.medfordpublicschools.org/departments-programs/science/ DESE website
Workshop 3 - Web 2.0 tools
http://i1.ytimg.com/vi/pBTnVoEIb98/default.jpg
==
==
Workshop 4 - Integrating Web 2.0 tools into the classroom
Science Learning Activity Types handout -Activity Types:
http://pbskids.org/fetch/games/coaster/index.html
Stage 1 Activity:
Objective:
[[#|Students]] will build a roller coast using foam tubes and marbles in order to demonstrated potential and kinetic energy.
Activity type:
Procedural Activity
Instructions:
The [[#|students]] will have tools such as foam tubes, tape, rulers, paper tubes, and marbles to construct a roller coaster. The students will divided into groups to build their roller coasters. There will be several tasks for them to accomplish such as how far and how fast the marble will go if they change the height of the roller coaster. They will also have to decide the safest and fastest roller coaster in the classroom and explain why.
Online component:
After building the rollercoasters, the students will use their understanding of potential and kinetic energy and build rollercoasters online on the simulator.
http://www.brainpop.com/games/coastercreator/
http://pbskids.org/fetch/games/coaster/index.html
Classroom materials:
Foam tubes, marbles, paper tubes, tape, rulers, .....and computers.
Assessment:
A presentation of their rollercoaster using the forms of energy (potential and kinetic) vocabulary.
COMMENTS:
Hi Lani,
I think your activity is really cool and your students will enjoy it thoroughly. I am not familiar with the concepts that they would have to find, but I'm sure they will be able to understand the basics of kinetic energy behind roller coasters and that there is more to amusement rides than just fun. I think that video taping your students using their roller coasters may save time come presentation time. It may also take some of the pressure off of them and usually makes those "mishaps" during a presentation less likely to happen. Anyways, good ideas, keep'em comin!
JP
Workshop 5 - Developing and Using Web 2.0 Assessment Information
Activity 1
Use the PREZI below to review some of the concepts explored in class about forces, motion and energy.
http://prezi.com/zkjj-doiqz4k/forces-and-motion/?kw=view-zkjj-doiqz4k&rc=ref-34112977
Activity 2
Have the [[#|students]] explore the following quizlets in the [[#|computer]] lab before using it as an assessment. The assessment can be set up as a game show. Divide the class into groups to come up with the answer as the teacher display the flashcards.
http://quizlet.com/19110351/force-motion-and-energy-flash-cards/
http://quizlet.com/19312521/science-force-motion-and-energy-flash-cards/
http://quizlet.com/11328950/force-motion-and-energy-flash-cards/
http://quizlet.com/_bpter
Workshop 6 Activity: Black Box Cube
What is in a word?
I would probably use this activity as a follow up activity or as a review of the unit on forces and motion.
I would have several cubes with interrelated words for the students to evaluated and support their thinking using the evidence and prior knowledge to come up with the last word(s).
Objective: Students will investigate the relationship of the words in the Black Box Cube and infer the last possible word that is hidden using clues or the other five word as evidence.
Materials: Paper, scissors, glue and the template bellow.
At first, this activity should be done as a group and modeled by the teacher. The teacher should guide the students through the process of gathering the evidence and making inferences about the hidden word(s) that supports the evidence. As the year progresses, students should be able to do this activity in small groups and share their inferences to the class. In order to expand this activity, students must record the words, the evidence of their inferences, and the statements that support their ideas.
Students' samples:
As an assessment, the teacher could ask the students to create their own Black Box template with similar concepts The teacher could also use the black box investigation as a form of assessment at the end of the unit as a whole class game/discussion to see if they learned the concepts.
Words for the black box investigation will reflect concepts such as: potential energy, kinetic energy, forms of energy, friction and forces.
Words and pictures for the Black Box
Concept Box #1 (potential energy)
Concept Box # 2 (kinetic energy)
- rock rolling down the mountain
- snowball flying in the air
- Kid going down the slide
- toy car going down the hill
- batter swinging the bat to hit the ball
- ball flying towards the goal
.Stage 2 Activity: Potential and Kinetic Energy
Objective:
The students will explore the concepts of potential and kinetic energy and how it is transformed from a form to another in the playground.
We will preview the concept of forces, motion, friction and forms of energy before exploring these two forms of energy and how they are transformed one form to another.
Standard: Forms of energy
Standard #5 : Gives examples on how energy can be transferred from a form to another.
Misconceptions: "We can create energy."
Energy can not created, but transform from a form to another.
Task:
Explore ways that demonstrate potential and kinetic energy.
Procedure:
Students will first watch a video on potential and kinetic energy and then apply the concept by playing in the playground with certain objects such as rolling a ball down the slide, using jumping ropes pull other objects, even using their own bodies to identify potential and kinetic energy.
Grouping:
Groups of 4
Web 2.0 online component:
Classroom materials:
Assessment:
After exploring potential and kinetic energy, the students will draw pictures that will demonstrate their understanding of potential and kinetic energy.
At first grade I am not expecting concept definitions, but a basic understanding and or an example of the concept.
We can also make our own class video to demonstrate potential and kinetic energy.
Workshop 7 - Lesson Plan Template
Webquest
Adelaine Cahill
THE FORCE IS WITH YOU
Introduction to Forces and Motion
First Grade
State Standards:
Position and Motion of Objects
Learning Standard # 4
Demonstrate that the way to change the motion of an object is to apply a force (give it a push or a pull). The greater the force, the greater the change in the motion of the object.
Forms of Energy
Learning standard # 5
Give examples of how energy can be transferred from one form to another.
Lesson Question:
What is force?
How and why do objects move from place to place?
Objectives:
We will explore the concepts of potential and kinetic energy and how they are transformed from a form to another in the playground.
We will preview the different types of forces and try to identify them as we play in the playground using different objects.
We will record our findings and present a drawing that demonstrates the different types of forces and how they transform potential energy into kinetic energy.
Introduction:
We all love recess! My favorite thing on the playground is the slide. I like to go on the tallest slide best. Why do you think I like to go on the tallest slide? Do you think some slides go faster than others?
I also love playing kickball. I try to kick as hard as possible when it is my turn. Do you know why?
What about riding bikes? Do you like to ride your bike on the grass or on the sidewalk? Why?
Today we will be learning about forces and motions. Not the kind of force like in Star Wars, but the forces the move and stop our world. There is always a type of force and energy acting on everything around us. Let's explore and learn more about "the forces" and energy that makes our world move.
Task 1: Forces around us
Let's explore these forces around us! Watch how Donald uses the forces to accomplish his ideas. We use the forces everyday, so let's learn about them.
Task 2: Types of Force
There are many different types of forces. Check them out here.
Talk to your friends about what you know about the forces shown in the pictures.
What do you see happening in each picture.
http://prezi.com/zkjj-doiqz4k/forces-and-motion/?kw=view-zkjj-doiqz4k&rc=ref-34112977
Task 3: Potential and Kinetic Energy
Forces act on different kinds of energy. They can transform potential energy into kinetic energy.
Watch this video to see the ways we can do that.
Process:
Today we are going to have a special recess. We are going to explore the forces and the forms of energy that we are studying. Your job is to try to identify the types of forces that you are using and when they transform potential energy into kinetic energy. We will bring all kinds of materials outside. We will experiment with balls, ropes, rubber bands, paper, cars and our bodies. You will be working in groups so you can talk about your experiments. Then, you will decide the type of forces acting on the object and what type of energy you have observed. Be creative and don't forget to record your findings.
Materials:
*Balls, rubber bands, paper, ropes, toy cars, and pencils and paper for recording your findings.
*A chart of the different types of forces to use as reference while exploring.
Conclusion:
To finish our lesson about forces and motion, we will be playing a few games online. We will first play them together as a class and talk about what we have learned as we play. Then, you will play the games again alone or with a buddy.
http://pbskids.org/sid/funwithfriction.html
http://www.bbc.co.uk/schools/scienceclips/ages/6_7/forces_movement.shtml
http://www.bbc.co.uk/schools/scienceclips/ages/8_9/friction.shtml
http://www.bbc.co.uk/schools/scienceclips/ages/5_6/pushes_pulls.shtml
http://www.bbc.co.uk/schools/scienceclips/ages/10_11/forces_action.shtml
Assessments:
Show me what you have learned about forces and energy today. Draw a picture that shows the different kinds of forces and energy.
Label your drawing and write a sentence that explains what is happening. Don't forget to use the word bank to help you out.
Assessment Rubric
Extended activity:
Watch the Donald Duck video again and try to identify the different types of forces, potential and kinetic energy.
Black Box Investigation
Record a video with examples of types of forces and energy.
Resources:
Videos:
http://www.youtube.com/watch?v=1k3e5b6KcF8&feature=player_embedded
http://www.youtube.com/watch?v=vl4g7T5gw1M&feature=player_embedded
Prezi:
http://prezi.com/zkjj-doiqz4k/forces-and-motion/?kw=view-zkjj-doiqz4k&rc=ref-34112977
Games:
http://pbskids.org/sid/funwithfriction.html
http://www.bbc.co.uk/schools/scienceclips/ages/6_7/forces_movement.shtml
http://www.bbc.co.uk/schools/scienceclips/ages/8_9/friction.shtml
http://www.bbc.co.uk/schools/scienceclips/ages/5_6/pushes_pulls.shtml
http://www.bbc.co.uk/schools/scienceclips/ages/10_11/forces_action.shtml
Teacher Notes: